emergent and guided narrative for training and education in virtual worlds

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Emergent and Guided Narrative for Training and Education in Virtual Worlds. Mark Riedl Research Scientist Institute for Creative Technologies University of Southern California [email protected]. Storytelling. Storytelling is a pervasive part of our world and our culture - PowerPoint PPT Presentation

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  • Emergent and Guided Narrative for Training and Education in Virtual WorldsMark RiedlResearch Scientist Institute for Creative Technologies University of Southern [email protected]

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  • StorytellingStorytelling is a pervasive part of our world and our cultureStories in entertainment: Movies; Novels; GamesStories for training and education: Motivation; Illustration; Case studiesCan story be applied to interactive learning system?

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  • Story in Interactive Training?Interactive case studyEvaluate and analyze direct experienceInteractivity means trainee can do things differently from original storyHow to ensure relevance of experience plus trainee agency?Hypothesis: We can use story to manage the interactive experience of the traineeNot using story to teachStory establishes relevant learning situationsSeparation of scenario from instruction

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  • Introduction to NarrativeWhat is narrative?Recounting of a sequence of eventsContinuant subjectWhat is story?Narrative plus something elsePointStructured plotDramatic arcFocus on plot level for interactive systems

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  • Emergent NarrativeNarrative PsychologyBruner: Construction of realityGerrig, Green: Transportation theory and the active audienceEmergent narrative systems:Everyday lifeSimulationSims, MMORPGs, Second LifeHoweverStory doesnt always emergeLife and simulations dont always invoke narrative thought

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  • Guided NarrativeAnalogous to story tellingConstraint of emergenceAudience perspective: emerging storyTeller perspective: carefully pre-meditated sequence of events designed to invoke narrative thoughtGuided narrative systems:Movies, novels, playsMost video gamesHoweverGuidance precludes interactivity (?)

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  • Narrative and PedagogyEmergent narrative constructivist learningGuided narrative guided teachingDistinction between discovery learning and discovery teachingClark, Mayer: Discovery learning is not always appropriatePotential benefits:Engagement and motivationSituated learning through dramatic role-playingMemory and well-structured narrativeDurative belief changeTransfer of tacit knowledge

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  • From Narrative to Interactive NarrativeSternberg: Expertise from experience and reflectionLeadership; Teamwork; Decision-making; Situation awareness; Social awareness; Cultural awarenessNarrative as a way of transferring knowledge from experts to novicesNarrative paradoxNarrative has pedagogical valueTrainee agencySolution: Intelligent experience guidanceFrom emergent narrative to guided narrativeBalance between emergence and guidance

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  • Intelligent Experience GuidanceInteractive StorytellingComputer tells a storyUser is interactive participantUser actions incorporated into narrative and can change the direction and/or outcome of the storyEmergence vs. GuidanceCommon approach: Branching

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  • Interactive Narrative for TrainingHypothesis: Expertise through narrative-mediated experienceLeadership; Teamwork; Decision-making; Situation awareness; Social awareness; Cultural awarenessRelevant learning situations Goal: A system that uses story to control a trainees experiences in a training simulationEmergence and guidanceRequirements:Constructive simulation emergenceRelevant learning situations guidance

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  • IN-TALE Proof-of-ConceptInteractive Narrative Tacit Adaptive Leader ExperienceNarrative-based training simulationTrainee is role-player Simulation populated by virtual humansStory describes expected sequence of relevant learning situationsStory adapted dynamically to trainees actionsBranching generated dynamicallyOvercome authoring limitationsPotentially higher degree of branching

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  • Example StoryBack storyThe marketplaceThe characters: Saleh, HassanThe scenarioHassan (Shia) sets himself up in favorable lightSaleh (Sunni) is demonstrates anti-American sentimentHassan sneaks off to a nearby Mosque and acquires a bomb from an insurgent conspiratorHassan secretly plants the bomb in Salehs areaBomb goes off but is a dud no one gets hurtPlayer manages ensuing chaos and attempts to assess blameMixed-simulation controlSimulation virtual world with autonomous, reactive agentsStory expected trainee experienceManage the tension between simulation and storyRelevant learning situations

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  • Automated Story DirectorAutomated Director is bridge between simulation and storyDirects character agents Monitors progress of trainee through storyDynamically adapts story to keep trainee progressing towards relevant situationsTrainee may inadvertently avoid the relevant situationsTrainee may make it impossible to progress towards the relevant situationsMaintains user perception of self-agencyAutomated Story Director/GeneratorUpdatesDirectivesDirectivesAgent1Agent2

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  • Automated Story GeneratorStory represented as a partially-ordered planComplete story specificationCausal analysisPlan repairInitial State1: Acquire (Has., bomb1)2: Plant-Bomb (Has., bomb1)Outcomenot (detained Has.)Player causes: (detained Has.)3: Dud (bomb1)(has Has. bomb1)(planted bomb1)(armed bomb1)(chaos market)not (detained Has.)Player causes: NOT (armed bomb1)

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  • 1: Acquire (Has., bomb1)Initial State2: Plant (Has., bomb1)3: Dud (bomb1)Outcome(detained Has.)(has Has. bomb1) (armed bomb1) (planted bomb1)(detained Has.)

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  • Automated Story DirectionSaleh demonstrates anti-AmericansentimentHassan sneaks to Mosque toacquire bomb from insurgent conspiratorHassan sets himself up in favorablelightHassan al-Sagheer

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  • Automated Story DirectionSaleh demonstrates anti-AmericansentimentMohammed sets himself up in favorablelightHassan sneaks to Mosque toacquire bomb from insurgent conspirator

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  • Automated Story DirectionSaleh demonstrates anti-AmericansentimentHassan sets himself up in favorablelightHassan sneaks to Mosque toacquire bomb from insurgent conspirator

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  • Automated Story AdaptationSaleh demonstrates anti-AmericansentimentHassan sets himself up in favorablelightHassan sneaks to Mosque toacquire bomb from insurgent conspiratorTrainee catches Hassan with bomb

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  • Automated Story AdaptationSaleh demonstrates anti-AmericansentimentHassan sets himself up in favorablelightHassan sneaks to Mosque toacquire bomb from insurgent conspiratorHassan is taken to detentionHassans insurgent conspirator plants a bombBomb goes off as a dudTrainee catches Hassan with bomb

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  • Automated Story AdaptationSaleh demonstrates anti-AmericansentimentHassan sets himself up in favorablelightHassan sneaks to Mosque toacquire bomb from insurgent conspiratorHassan is taken to detentionHassans insurgent conspirator plants a bombBomb goes off as a dudTrainee catches Hassan with bomb

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  • Instruction and Interactive NarrativeRole of Automated Story Director in education:Coerce the trainee into situations where learning can and should occurDoes not guarantee that trainee will learnInteractive storytelling should be part of a larger programScenario and instruction are separate but complimentaryIntelligent tutoring systems (ITS)Models and monitors studentRemediates when it detects buggy reasoning/knowledge

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  • Intelligent Tutoring in SimulationsPre-practiceTutoring:preparation& preventionOn-lineTutoring:support duringpracticePost-practiceTutoring:reflection &improvementInter-sessionTutoring:settingparametersSTORY ENGINE

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  • Intelligent Tutoring in Interactive NarrativeOn-line tutoringDiegetic or extra-diegetic tutor presenceRequest story adaptations add practicePost-practice tutoringExplanation of unobserved events and 2nd and 3rd order effectsExplainable AIInter-session tutoringRequest Story Director generate new scenariosTutor and Story Director: Separate but equal

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  • ConclusionsAI technologies for interactive storytelling systems:Automated narrative direction of virtual humansAutomated story generationExpertise through experienceStorytelling and interactivityNarrative and pedagogyNarrative thought and constructivist learning sense-makingPedagogy and guided narrative focuses sense-makingFuture work

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  • And they all lived happily ever afterThe end.

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    Keeping scenario and instruction separate is useful:When lead-up to a relevant learning situation is just as important to experience as the relevant learning situations itself, andWhen stringing multiple relevant learning situations together.Pre-practice, preventive phase.establish background and prep studentReal-timeduring problem solving sessions in simulationfocus of this talkAfter-action/Reflective phaseto review, identify good/bad, learn how to improveIntersession tutor: (no student interactions)analyze all performance, set stage for next game such that specific learning goals are addressed